School Networks

Policy

This policy outlines the purpose and operation of school networks.

Summary

• Government schools are arranged into geographically-based school networks, generally with around 25 schools per network.
• Networks drive school improvement and the implementation of key system reforms through collaboration and sharing of good practice and resources, and collective accountability for student learning and wellbeing across all schools in the network.
• Networks also play an important role in supporting schools to work together on common priorities, address local issues and provide collegiate support to principal class colleagues.
• Each network is led by a network chair who is supported by a team of principals from the network. This team together with the chair comprises the network executive.
• Each network must develop, implement and monitor an annual work plan that guides their work throughout the school year.
• Networks must meet at least twice per term, with agendas developed by the network chair, in conjunction with the senior education improvement leader (SEIL) and network executive, incorporating statewide priorities and reforms together with local issues.
• In 2025, all networks must include a focus on implementation of the Victorian Teaching and Learning Model (VTLM 2.0) and Victoria’s approach to teaching reading F–2 (PDF) (Reading position) in their work.

Details

Government schools are arranged into geographically-based school networks. A network is made up of all government schools located within a Local Government Area, with usually around 25 schools that are supported by one to 2 SEILs.

The purpose of networks is to drive improvement and the implementation of key system reforms through:

• collective accountability, whereby members commit to supporting and challenging each other to drive improvement in all schools within the network
• collective adjustment and development of interventions and practice
• developing a focus on improvement efforts through collaborative work on the 2 outcomes and 5 core elements of the Framework for Improving Student Outcomes (FISO 2.0) and implementation of the VTLM 2.0
• promoting the sharing of good practice and supporting capability building in schools.

Each network is led by a network chair, a principal elected by other principals in the network, who is supported by a team of principals from the network. This team together with the chair comprises the network executive. SEILs work collaboratively with the network to support school improvement. Further information on network roles and responsibilities is provided in the Guidance tab.

Each network must develop, implement and monitor an annual work plan that outlines the actions the network will take to address their local improvement priorities in line with statewide directions and reforms. In 2025, all networks must include a focus on implementation of the VTLM 2.0 and the Reading position in their work, reflecting that all Victorian government schools are working to embed the VTLM 2.0 approach to teaching and learning from the start of the 2028 school year.

Networks must hold network meetings at least twice per term, with agendas developed by the network chair, in conjunction with the SEIL and network executive, incorporating statewide priorities and reforms together with local issues. Network schools are represented by the school principal or their delegate.

Networks may establish:

• communities of practice (CoPs), which include principals, assistant principals and other school leaders, to work more intensively on common areas of interest
• collaborative structures for middle leaders who are able to progress the work of the network or a particular community of practice.

Networks are encouraged to use the Network Development Roadmap (PDF) to self-assess their practice and opportunities for development.

Related policies

• Framework for Improving Student Outcomes (FISO 2.0)
• Victorian Teaching and Learning Model 2.0
• Victoria's approach to teaching reading F–2 (PDF)

Guidance

This guidance includes the following chapters:

• Network operations
• Network roles and responsibilities

Network operations

Network annual work plans

Each network must develop an annual work plan to guide their work in the following school year.

The annual work plan outlines the actions the network will take to address their local improvement priorities in line with statewide directions and reforms.

Networks reflect on progress against the work plan in Term 4 each year, and this reflection informs the development of the next year’s work plan.

An optional template for the network annual work plan will be available in Term 3 2025.

Network meetings

Networks must meet at least twice per term. All principals are required to attend network meetings, and if a principal is unable to attend they may delegate another school leader from their school (usually the assistant principal) to attend on their behalf.

Networks may set their own local arrangements for other invitees to network meetings where, for example, assistant principals and/or other school leaders may also be invited to attend.

Each network determines the structure of its network meetings. The network chair leads the development of the agenda for each meeting, in conjunction with the SEIL and network executive, noting that across the year the network must cover their annual work plan.

Network meetings may include:

• deep dives into specific projects or problems of practice led by member schools
• time for communities of practice (CoPs) to meet
• externally provided professional learning
• updates from the SEIL
• reflection on the network annual work plan and planning for the next meeting.

The network chair is responsible for ensuring that a summary of the discussion and any actions emerging from the meeting are recorded. A brief summary of key discussion points, or the learning focus when a professional learning activity is conducted in the meeting, followed by a clear resolution where appropriate, is sufficient. The summary of the discussion should not record the remarks of individual network members unless there is a good reason for doing so. Good practice is to pull out action items into a separate action list which records:

• a brief description of the action to be taken
• who will undertake the action and by when
• a reference to the agenda item
• the status and expected date of completion of the action.

Optional templates for network meeting agendas and summaries of meeting discussions are available in the Resources tab.

Communities of practice

Networks may establish communities of practice (CoPs). CoPs are sub-groups that work more intensively on common areas of interest, such as:

• VTLM 2.0
• literacy
• numeracy
• attendance
• mental health and wellbeing
• Marrung
• senior secondary reforms.

CoPs can meet as part of, or separate to, network meetings, and can include:

• principals
• assistant principals
• other school leaders.

Networks may also establish collaborative structures for middle leaders who are able to progress the work of the network or a particular community of practice.

CoPs and other collaborative structures are intended to:

• connect people
• introduce collaborative processes
• stimulate learning
• capture and diffuse existing knowledge
• help people organise
• generate new knowledge.

Network development

Networks are encouraged to use the Network Development Roadmap (PDF) to self-assess their practice and identify opportunities for further development on an annual basis.

Networks are supported to use the Network Development Roadmap through the WISE program offered by the Academy.

The roadmap outlines the strategies for actively building and sustaining relational trust within a network. These strategies are grouped under 3 elements (establish, build, amplify) and 6 components of network development as shown below.

Establish: lay enabling groundwork

1. Productive relationships
   1. Actively strengthen personal connections and knowledge of each other’s schools
   2. Encourage members to provide practical help to each other, for example with VTLM 2.0 practices
   3. Actively enhance psychological safety
   4. Surface and address uncomfortable issues
   5. Onboard new members and nurture their sense of connection and belonging
2. Strategic focus
   1. Uncover and define a unifying common purpose and shared values
   2. Jointly craft a compelling and motivating vision to implement VTLM 2.0
   3. Promote alignment and coherence among school, network, regional and state improvement directions
   4. Determine core priorities collaboratively, and align activities and resources to VTLM 2.0, for example, refer to VLPs
   5. Ensure continuity through network leadership team succession planning

Build: develop sustainable systems

3. Learning architecture
   1. Define the core components of your network learning approach
   2. Design an annual learning rhythm and plan
   3. Harness digital platforms and tools to enhance engagement and efficiency
   4. Actively open up network opportunities to engage with leaders at all levels
   5. Seek and respond to feedback from members
4. Learning processes
   1. Showcase effective local VTLM 2.0 practices and elevate internal experts
   2. Analyse network and school data sets to track progress and define problems
   3. Engage with robust research evidence to build knowledge and guide decision-making
   4. Draw on credible external expertise and ensure inputs are tailored to VTLM 2.0 strategic focus
   5. Embed protocols for raising and addressing problems of practice

Amplify: empower collaborative improvement

5. Collaborative improvement approaches
   1. Define the network collaborative improvement structures (for example, communities of practice) and processes (for example, collaborative complex problem solving)
   2. Train facilitators within the network, to lead collaborative processes and activate dispositions (Academy Leadership Excellence Framework)
   3. Organise and actively facilitate collaborative improvement approaches
   4. Continually evaluate and refine approaches to enhance effectiveness
   5. Share improvement lessons, for example, VTLM 2.0 evidence-informed practices and tested approaches back into the network
6. Collective accountability
   1. Instil practices and norms for effective peer challenge and feedback
   2. Proactively partner and align with area and region
   3. Orchestrate and lead cross-school peer review processes
   4. Establish and cultivate intentional school-school capability building partnerships
   5. Strengthen other networks by mentoring, inviting collaboration and generously sharing your best resources

Network funding

Each network determines the level of financial support that their member schools will contribute for network activities.

In addition to these contributions, funding of up to $5,000 per annum is available for each network to support network activities, claimed as a reimbursement through the Schools Targeted Funding Governance (STFG) Portal ($2,500 July to December and $2,500 January to June). Any remaining funds from July to December are rolled over to January to June. Funds cannot be rolled over across financial years.

The nominated school on the funding program for a double network is eligible for $10,000 per year (up to $5,000 July to December and up to $5,000 January to June).

Network chairs are responsible for overseeing collection and disbursement of network funding, and must maintain records as to the funds collected and disbursed. The network executive is responsible for overall oversight of the expenditure of network funds.

Reimbursements

Reimbursements for expenditure must be claimed via the STFG Portal (staff login required). Schools can claim reimbursement of the following expenses (up to the allocated allowance amount):

• casual relief teachers (CRTs) to allow staff to participate in activities that relate to the network workplan and CoP
• network administration including venue hire and catering for network meetings or professional learning, travel to attend network meetings and salary for administrative support.

Schools must provide evidence in the form of receipts or invoices that clearly state the date and reason for the expense. Invoices should not include GST.

Requests for reimbursement must be made out to:

Victorian Academy of Teaching and Leadership
603–615 Queensberry St, North Melbourne 3051.

If the funding program for your nominated school is not appearing on the portal, please contact the Schools Targeted Funding Governance team at Schools.targeted.funding.governance@education.vic.gov.au

Network roles and responsibilities

Network chair

Each network is led by a network chair, a principal elected by other principals in the network. As key system leaders, network chairs enable school leaders to collaborate and take collective responsibility for all learners in their network.

Role and responsibilities

The network chair:

• leads the network
• facilitates the network’s vision and future direction in collaboration with the network executive and the network senior education improvement leader (SEIL)
• builds a culture of active collaboration through modelling a communities of practice (CoP) approach within the network
• supports a focus within the network and CoPs on implementation of the refreshed Victorian Teaching and Learning Model (VTLM 2.0) and other DE student-related policy and practice (for example, reading position, disability inclusion, and shared operational matters such as staffing) as required
• focuses network collaboration on the effective implementation of the improvement cycle, including supporting the establishment of smaller, initiative-specific CoPs within the network or across networks as necessary
• facilitates a CoP approach to network activity that focuses on improving student outcomes through collective accountability
• ensures that the network builds capability by holding professional, evidence-based conversations, sharing practice and analysing school performance data
• facilitates opportunities for the network to engage with the broader school communities and with key partners across the government, business and local community sectors (including through philanthropic partnerships) to improve student outcomes
• collaborates with SEILs and other area-based multidisciplinary team members on behalf of the network as required, facilitating 2-way communication, consultation and feedback between the department and network schools
• represents the network as a member of the region’s network chair forum
• undertakes succession planning for the network chair position in collaboration with the network and SEILs.

Appointment

Network chairs are elected through a process supported by the network SEILs.

Before the election, network members are recommended to discuss the role of the network chair within their local context, including any expectations for leading CoPs.

The election process must take place in Term 4 each year as follows:

• The SEIL (or SEIL nominee) emails all network members to call for nominations for the position of network chair, with a clear closing date for nominations. Principals may self-nominate for the position.
• All nominating candidates must provide a network chair candidate statement with their nomination that demonstrates their capacity to provide the skills and expertise of an effective network chair.
• If more than one nomination is received, the SEIL (or SEIL nominee) coordinates the election process. If there are no nominations for the position the SEIL will consult with the network executive to appoint an interim chair, which may be the SEIL.
• Candidate statements must be made available to all network members 10 days before the election.
• The election must be conducted by secret ballot at a Term 4 meeting.
• Each school in the network is entitled to one vote with the school principal (or acting principal) eligible to vote.
• Principals who are unable to attend the election meeting may lodge a proxy vote by informing the SEIL (or SEIL nominee) of their preferred candidate in writing at least 24 hours prior to the election.
• The SEIL counts the votes with a scrutineer nominated and agreed to by the network and declares the result of the election.
• Where the vote is tied, the Area Executive Director has the casting vote.
• The result of the vote is binding.
• The SEIL will inform School Performance Division via school.networks@education.vic.gov.au of the network chair appointment to ensure timely HR and payroll notification.

Tenure

The network chair is appointed for one year, with appointments commencing on 1 January and concluding on 31 December. Current and former network chairs may re-nominate and the maximum consecutive tenure is 3 years.

To assist with transition, the incoming network chair must receive a handover from the outgoing network chair prior to taking over the position.

Network chairs can be invited to stay on the executive in an advisory role for one year after leaving the role of network chair.

Leave arrangements

When a network chair takes leave the following arrangements apply:

• leave for 2 weeks or less – covered by internal arrangements decided by the network executive
• leave for more than 2 weeks – an acting network chair must be selected from the network executive
• the SEIL will inform School Performance Division via school.networks@education.vic.gov.au immediately of acting network chair arrangements to ensure timely HR and payroll notification.

Acting arrangements cease on the date the network chair resumes duty, or on 31 December, whichever occurs first.

Resignations

A network chair resigning from the position must be replaced by an acting network chair (selected through an expression of interest) until the Term 4 election process commences.

The SEIL (or nominee) will email the principals of the network to call for nominations via an expression of interest. Principals may self-nominate for the acting network chair position. The SEIL will form a panel to select the best candidate for the position according to the principles of merit.

Network chair gratuity allowance

Network chairs receive a gratuity of $10,000 (pre-tax) per year. This is paid through a fortnightly allowance as part of their salary.

Professional learning for network chairs

The Academy offers professional learning for network chairs through the WISE program.

The network executive

The network chair is supported by a team of principals from the network, which together with the chair comprises the network executive.

Role and responsibilities

The members of the network executive:

• lead the network, supporting network collaboration and planning the network’s vision and future direction with the network chair and SEIL
• focus collaboration on the effective implementation of the FISO 2.0 Improvement Cycle, including supporting the establishment of CoPs
• reinforce a focus on improving student outcomes through collective accountability, collective adjustment and development of practice and a rigorous evaluation of the impact of key milestones towards improvement
• support the network chair in ensuring the network builds capability, holds professional, evidence-based conversations, shares practice and analyses school performance data
• contribute to network discussions on the implementation of the VTLM 2.0 and other DE student-related policy and practice (for example, reading position, transitions, wellbeing, and shared operational matters such as OHS, facilities and staffing) as required
• support the network chair to facilitate opportunities for the network to engage with the broader school communities and with key partners across the government, business and local community sectors to improve student outcomes
• undertake succession planning for network executive positions in collaboration with the network chair and the SEILs
• undertake other network-specific responsibilities.

Appointment

The appointment of the network executive is managed within the network with support from the SEIL. Appointment must be undertaken in Term 4 each year for the following year.

Composition

Each network can determine the composition of the network executive that best meets their needs. Examples include:

• representation from each of the types of schools within the network (for example, secondary – large and small, primary – large and small, P–12 or P–9, specialist sector, geographic location)
• mix of assistant principals and principals
• appointment based on skills and expertise needed to achieve the improvement goals and priorities of the network
• chairs of initiative-specific groups within the network, using the CoP approach.

Process

Each network determines the preferred method of appointing the network executive, ensuring that the process is open and transparent. It is recommended that network members (attending representatives of the network schools) discuss the role of the network executive and the network context and determine an appropriate appointment process.

Examples of appointment processes include:

• election by all network principals
• election by all network members
• election by specific network members for a particular category (for example, just primary school members for the election of a primary school member)
• Expression of Interest to, and selection by, the SEIL and network chair
• other process determined by the network in consultation with the SEIL.

If a network chooses to conduct an election for network executive roles, it is recommended that the network follows the guidance for the network chair election process.

Applications

The key selection criteria for members of the network executive should reflect skills and attributes that align with the professional practice lens of the Australian Professional Standard for Principals (PDF).

Applicants for roles on the network executive are recommended to provide the following:

• a current curriculum vitae
• a cover letter outlining the skills and attributes that would assist them in the position together with an explanation of why they would be a suitable executive member for the network. Ideally this would include:
• demonstrated experience in participating in working parties or reference groups
• demonstrated understanding of the role of the executive
• willingness and ability to commit to the time and workload associated with being an executive member
• demonstrated leadership skills and experience
• contact details for 2 current referees.

Tenure

The members of the network executive are appointed for a term of one year, with appointments commencing on 1 January and concluding on 31 December. Former members of the network executive are permitted to re-nominate.

Succession planning

Succession planning for the network chair and network executive should consider:

• mentoring opportunities for identified future network leaders
• the availability of the outgoing network chair to coach the incoming chair or act as an advisor
• encouraging members from diverse school settings and/or backgrounds to take on network executive positions
• the willingness and ability of larger schools to provide support (for example, administrative or financial) to enable principals from smaller schools to take on leadership roles
• opportunities for future leaders to gain exposure to and understand the scope of the work of the network executive and network chair.

Inducting new members to the network

Each network must have its own induction process, which may include:

• a personal welcome from the network chair, by phone or face-to-face, depending on geography
• an induction document that provides an overview of the network including:
  • members and their contact details
  • protocols or guiding principles for how the network works together, including participation expectations, meeting protocols and financial commitment
  • a meeting calendar
  • the annual work plan and initiative-specific plans
• a formal welcome at the network meeting
• assistance in identifying principals with similar schools within the network, or in neighbouring networks where appropriate.

Role of senior education improvement leaders

The role of the senior education improvement leader (SEIL) in relation to the network is to:

• contribute to the development of the annual work plan
• promote evidence-based practices that enable effective decision-making and accurate problem identification
• provide information and insight to enable rigorous improvement-focused dialogue within the network
• promote the importance of all network principals enacting and modelling the department’s values
• support, participate in and lead professional learning
• assist with administrative support where required
• collaborate with the network chair on succession planning for the network chair position
• regularly inform the network chair of new principal class officers as appointed.

SEILs also provide similar support to smaller topic-specific CoPs where required. They are well placed, for instance, to identify smaller networks beyond the geographic network or area boundary that can be joined up to learn from and work with each other.

The focus of the SEIL’s work will depend upon the needs of the network, and may include:

• connector – brokers relationships to help networks nurture their strengths, bridge areas of development and pursue greater opportunities
• integrator – maintains information-sharing relationships with other networks across the state
• facilitator – focuses on enabling collaboration between the network’s members and stimulates interest within the network to ensure member engagement
• challenge partner – helps network members to challenge each other to improve performance and continually challenges the entire network’s performance
• conduit – acts as a bridge between the central office and your network, enabling a 2-way flow of information and feedback to align and recognise your network’s efforts and achievements.

Resources

Resources and other supporting materials to support networks:

• Network development roadmap (PDF)

Templates

Templates for network use:

• Network chair candidate statement (DOCX)
• Meeting agenda (DOCX) (optional)
• Summary of meeting discussions (DOCX) (optional)
• Network induction (DOCX) (optional)